Technology adoption for school education further gained momentum during the COVID-19 pandemic. However, the challenges and strategies of children belonging to the less privileged (we use ‘privileged’ in the article to identify those enjoying a standard of living or rights as majority of people in the society) families are different from those of the children who come from socio-economically better-off (privileged) backgrounds. The purpose of this research is to explore the experiences of children with school education and using technology for learning. Past studies have highlighted the use of internet and communication technologies as a promising solution to provide quality school education in the remotest parts of the country. Previous research has also ascertained that the socio-economic status divide has no significant impact on the students’ ability to learn using technology. Children can use technology to learn irrespective of their socio-economic status and background. We conducted this exploratory qualitative study from a constructivist grounded theory perspective. A purposive sample of 14 students (9 from underprivileged and 5 from privileged family backgrounds) in the age group of 6–14 years, was used and unstructured interviews were conducted. We analysed the data using constructivist grounded theory methodology. We found that the experiences of privileged and underprivileged children differed with respect to access to internet, affordability of ICT device, quality teachers, parental support, and financial sponsorship. However, the experiences and perspectives of the children were found to be similar with respect to personal ownership of mobile phone device for unlimited time at own disposal, self-directed learning and having a trusted study advisor. The findings may be useful to policy makers and EdTech firms to build strategies and solutions for effective implementation of universal school education in the country.

PurposeThe COVID-19 pandemic pushed organizations across the world to suddenly adopt work from home at a mass scale to maintain business continuity. This study aims to investigate the influence of lack of social interaction in work from the home arrangement on employee work effectiveness.Design/methodology/approachThe data were analysed using the partial least square (PLS) structural equation modelling (SEM) approach, a nonparametric method based on total variance, through SmartPLS software 3.0. The data were collected from 399 participants in India using the snowball sampling technique. The target populations were the people who were working from home due to the pandemic and by asking them to forward the survey link in their network.FindingsThe results suggest that social interaction has a significant positive impact on work effectiveness. However, this impact is not affected by the employee's perceived benefits of maintaining social distancing during the pandemic. The study also found that social interaction is important for both genders and found no significant difference in the relationship between social interaction and work from home effectiveness for male and female employees.Practical implicationsThis study will be useful for human resource practitioners and managers as they build strategies to adopt work from home as a regular practice even in non-pandemic situations.Originality/valueThis study is the first to examine the influence of lack of social interaction on the work from home effectiveness during the COVID-19 times. It examines the moderating role of the perceived benefits of maintaining social distancing and gender on the effect of lack of social interaction as a barrier to work from home effectiveness.

PurposeAs learning at the workplace is predominantly self-motivated, this study is aimed to identify and categorize the motivational drivers for working professionals to pursue self-directed learning (SDL) at the workplace.Design/methodology/approachA total of 23 variables were identified as drivers for working professionals to initiate, pursue and sustain self-directed learning at the workplace through literature review, interviews and focused group discussions with senior leaders from the industry. The participants were a mix of senior professionals responsible for leading large teams in their organizations and those appointed as people development leaders in their respective organizations. A questionnaire was developed based on the identified drivers and administered online. Around 315 working professionals were surveyed. Structural equation modelling and confirmatory factor analysis (CFA) methods were used to verify the scale and assess its validity and reliability.FindingsThe results suggested that SDL motivational drivers for working professionals can be categorized into two broad categories, namely extrinsic (14 drivers) and intrinsic (9 drivers). Further, extrinsic drivers were subdivided into three categories: job expectations (6 drivers), negative consequence (2 drivers) and positive reinforcement (6 drivers) based on the initial exploratory and subsequent confirmatory analysis. The results suggest that job expectations and positive reinforcement positively influence the intrinsic motivation of an individual to pursue SDL and negative consequences negatively impact the intrinsic motivation.Practical implicationsThe findings from the study will be useful for human resource practitioners, managers and e-Learning companies to draw strategies for building an SDL culture. It also supports the advancement of research in adult education and learning in the workplace.Originality/valueA new scale to measure motivation for SDL by employees at the workplace is proposed. There are no scales available to measure employee motivation for pursuing SDL at the workplace to the best of our knowledge.

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